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Teacher quality
Principal leadership
Parent involvement
There is literally nothing awful about Oakmont High School. From the teachers, to the administration, even the campus, the school I have attended for the last 4 years has been nothing but excellent for me. Honestly, when I came on here to see that my school got 4/5 stars, I was shocked that it didn't receive 5. However, after looking at the comments I found out quickly. The only bad reviews were left with those that did not apply themselves at this school (as seen in any high school) and those that honestly do not deserve an opinion at rating this school. Seriously, someone on here gave this school one star because of someone else's comment which had "grammar mistakes." How pathetic is that. If people are complaining about crime at Oakmont, then they live under a bubble. Situated in Roseville, Oakmont has to be in one of the all around safest neighborhoods in the country. It's not because the neighborhood is filled with rich homes, rather, the people here are like that. Oakmont High School has done nothing but prepare me for my future and is entitled to every single one of my 5 stars.
—Submitted by a student
Most of the Oakmont teachers we had are good teachers and they seem to care about the kids (our favorites who were exceptional were Mr. Plank, Ms. John and Mr. Trout) but the administation is horrible. They are very rude to both the the parents and kids. The school also has a lot of crime on campus and many fights. Not the place I want my kids to attend.
—Submitted by a parent
Oakmont is an amazing high school to attend. The teachers treat you like as an equal and not like your superior. Academically, the teachers are always there to help students (or Parents) with any questions they have about homework, classwork, after school tutoring, you name it they'll help you. The Culinary Program there is also an amazing program to enter if you have any passion for a carrer in Culinary
—Submitted by a student
Oakmont is very down to earth and the teachers are usually very helpful if any student needs help. One problem with this school, however, is it`s organization when it comes to class schedules. I am a junior and I have had a problem with my schedule all three years with three different counselors. Last year, I was a week behind in one of my classes when school started because they switched one of my classes on the first day of school without telling me about it. The counselors also cannot be talked to about schedule changes until a week after school starts!! Other than that, the working environment at Oakmont is great! I would recommend this school to anyone I know ( :
—Submitted by a student
I am proud to be an Oakmont parent. I have one that graduated last year and another that is soon to be a sophomore. I love the teachers so far. I have not seen any problems with drugs or drinking (thank GOD) but i have to make sure to nudge my child in the right direction.
—Submitted by a parent
After reading the student reviews, I could see this school and the public school are not doing their job. Poor spelling and grammar from students rating Oakmont a great school should tell us a lot.
—Submitted by a parent
Overall, oakmont is a good school ACADEMICALLY. i have straight A's and B's, but there's a HUGE bullying problem here. We've had to have bullying rallies/assemblies, which don't seem to work. I'm switching to a different highschool in a couple weeks because of this problem :/ not a good place to be if you don't like drama. but academically, Oakmont is amazing.
—Submitted by a student
As a Senior who has attended all four years here at Oakmont, I would say my experience has been good. A majority of the teachers are friendly, and understanding of high school problems. I felt Ive had a chance to really connect with teachers and other faculty. Although I must say, the office Admin has done a good job of making themselves scarce on campus(healy and werlin are exceptions to this). The Media Productions course has been a great hands on learning experience, and is by far the best program I have become actively involved in. Oakmont has treated me well these past four years, and though I am not fond of a large majority of the student population, it is a great school
—Submitted by a student
I have had 3 children attend Oakmont, two have graduated. My oldest child attended a different high school in her freshman through junior years. I am much happier with Oakmont than with the other high school. Teachers overall are great, don't believe that the drug problem is any worse than at other schools and in most cases drugs are less common. My children have been very involved in sports and other school activities and just love it here! The vice principal, Sybil Healy is the greatest!
—Submitted by a parent
my child goes to oakmont and the teachers are not so good. they are very disorganized, often mark kids absent when they are in class. They mostly just send home lots of homework and dont do much teaching! also they seem to have a lot of students with drug problems! this is just an opinion.
—Submitted by a parent
They are great, in that they have teachers who care. Both my granddaughters have graduated the school.
—Submitted by a parent
We appreciate the fine teachers at this school. The administration though, is far more interested in programs than people. Communication between administration and parents is poor. I am sending my other children to a different high school in this district and things are much better there!
—Submitted by a parent
My daughter attends school here. She likes the classes they offer, and gets the most out of every class! Also, the sports are fantastic! Mountain Bike Team is great!
—Submitted by a parent
My son attended 9th grade at this school and we absolutely loved it! The administration was wonderful. They treated the students like real human beings. I wish the school he transferred to was like Oakmont!
—Submitted by a parent
This is an academic review and I'm a parent. Though this school has IB and AP, the rigor hasn't been thoroughly established in these programs. Math CST (Calif std testing) scores are starkly below average as evidenced by the fact that > 50% of the students tested in the last two years aren't at a proficient level! My son is in AP Calc now and except for this year, every other math class he's had he's used to finish homework for other classes! The lack of practice and time dedicated to math is to me, a significant reason for low scores. The math teachers are almost all coaches and their main interest seems to lie outside of the classroom. The minimal homework in all Honors, IB and AP classes indicates he's prepared only for two more years of high school at Sierra unless he prepares on his own.
—Submitted by a parent
Oakmont is a great school. i am a junior and have attended here all 3 years and will graduate from here. Im also in the health academy and enjoy theenvironment in my classes associated with the academy. Mr. Muller is an awesome person and so is Mrs. Sirovy. If you are looking into Oakmont for your children- I say it's worth it, whatever 'it' may be. The Health Academy is great, along with our new I.B. Program. Overall environment is ok, with the average high school settings at lunch and after school. Teachers are very friendly and are willing to help whenever it's needed. Overall an AWESOME school
—Submitted by a student
im a freshman at Oakmont and i can already tell im going to have some amazing times here at this particular highschool
—Submitted by a parent
Im a senior at Oakmont High School, this is my fourth year at Oakmont, and I couldn't ask for a different school to go to because I have amazing teachers and just love it there.
—Submitted by a student
I graduated from this school and i've had alot of fun here, i regret being soo uninvolved with all the spectacular after school programs
im a junior at oakmont i love it here the students are great. i mean everyone gets along. some dont but thats personal issues but i mean the cliques most of them get along many of the students arnt so quick to judge and are very welcoming. my freshman year i was so scared beacuse i was a freshman i thought i would get picked on but actually people were very kind and helped me get around. the sports here is amazing!our school is very into spirt here our rally days are amazing you can see all of the classes dress up in there class colors. its amazing. plus our rallys rock! the teachers her are great they do the best they can to make learning fun. and when a teacher retires its like senior graduating its emotional this is an amazing school . and im gunna be sad to graduate
—Submitted by a student
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for Algebra I was 25% in 2012.
213 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
36 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
221 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
400 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.
90 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
63 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Integrated/Coordinated Science 1 was 22% in 2012.
2012
2011
2010
2009
The state average for World History was 50% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 13% in 2012.
90 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
113 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
189 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
101 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
395 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
139 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 75% in 2012.
49 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
400 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
395 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 10% in 2012.
28 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
119 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
108 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
127 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
383 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
52 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2012.
162 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
94 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
387 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 42% |
| Females | 38% |
| Males | 48% |
| African American | n/a |
| Asian | 67% |
| Filipino | n/a |
| Hispanic or Latino | 29% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 41% |
| Economically disadvantaged | 36% |
| Non-economically disadvantaged | 46% |
| Students with disability | n/a |
| Students with no reported disability | 44% |
| English learner | 18% |
| Fluent-English proficient and English only | 44% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 24% |
| Parent education - some college (includes AA degree) | 45% |
| Parent education - college graduate | 51% |
| Parent education - graduate school/post graduate | 52% |
| Parent education - declined to state | n/a |
| All Students | 84% |
| Females | 81% |
| Males | 85% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 83% |
| English learner | n/a |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 83% |
| Females | 80% |
| Males | 85% |
| African American | n/a |
| Asian | 77% |
| Filipino | 86% |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 78% |
| Non-economically disadvantaged | 84% |
| Students with disability | n/a |
| Students with no reported disability | 83% |
| English learner | n/a |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 76% |
| Parent education - some college (includes AA degree) | 81% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 73% |
| Females | 76% |
| Males | 69% |
| African American | 33% |
| Asian | 89% |
| Filipino | 83% |
| Hispanic or Latino | 54% |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 76% |
| Economically disadvantaged | 62% |
| Non-economically disadvantaged | 77% |
| Students with disability | 15% |
| Students with no reported disability | 75% |
| English learner | 39% |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 31% |
| Parent education - high school graduate | 61% |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 82% |
| Parent education - declined to state | n/a |
| All Students | 23% |
| Females | 24% |
| Males | 23% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 7% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 33% |
| Economically disadvantaged | 19% |
| Non-economically disadvantaged | 27% |
| Students with disability | 0% |
| Students with no reported disability | 31% |
| English learner | n/a |
| Fluent-English proficient and English only | 25% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 27% |
| Parent education - some college (includes AA degree) | 19% |
| Parent education - college graduate | 24% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 53% |
| Females | 46% |
| Males | 61% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 62% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 52% |
| Students with disability | n/a |
| Students with no reported disability | 52% |
| English learner | n/a |
| Fluent-English proficient and English only | 54% |
| Migrant education | n/a |
| Gifted and talented | 71% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 40% |
| Parent education - college graduate | 56% |
| Parent education - graduate school/post graduate | 69% |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 10% |
| Females | 9% |
| Males | 11% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 16% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 8% |
| Economically disadvantaged | 8% |
| Non-economically disadvantaged | 13% |
| Students with disability | n/a |
| Students with no reported disability | 11% |
| English learner | n/a |
| Fluent-English proficient and English only | 11% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 19% |
| Parent education - some college (includes AA degree) | 7% |
| Parent education - college graduate | 0% |
| Parent education - graduate school/post graduate | 0% |
| Parent education - declined to state | n/a |
| All Students | 43% |
| Females | 44% |
| Males | 40% |
| African American | n/a |
| Asian | 41% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 43% |
| Economically disadvantaged | 19% |
| Non-economically disadvantaged | 47% |
| Students with disability | n/a |
| Students with no reported disability | 43% |
| English learner | n/a |
| Fluent-English proficient and English only | 42% |
| Migrant education | n/a |
| Gifted and talented | 42% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 26% |
| Parent education - college graduate | 50% |
| Parent education - graduate school/post graduate | 64% |
| Parent education - declined to state | n/a |
| All Students | 68% |
| Females | 62% |
| Males | 74% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 48% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 71% |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 72% |
| Students with disability | n/a |
| Students with no reported disability | 68% |
| English learner | n/a |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 62% |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 66% |
| Parent education - graduate school/post graduate | 62% |
| Parent education - declined to state | n/a |
| All Students | 50% |
| Females | 42% |
| Males | 66% |
| African American | n/a |
| Asian | 53% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 46% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 50% |
| Students with disability | n/a |
| Students with no reported disability | 50% |
| English learner | n/a |
| Fluent-English proficient and English only | 50% |
| Migrant education | n/a |
| Gifted and talented | 65% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 31% |
| Parent education - college graduate | 58% |
| Parent education - graduate school/post graduate | 58% |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 67% |
| Females | 68% |
| Males | 65% |
| African American | 57% |
| Asian | 87% |
| Filipino | 100% |
| Hispanic or Latino | 39% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 70% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 73% |
| Students with disability | 18% |
| Students with no reported disability | 68% |
| English learner | 8% |
| Fluent-English proficient and English only | 69% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 45% |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 62% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 80% |
| Parent education - declined to state | 64% |
| All Students | 11% |
| Females | 9% |
| Males | 13% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 12% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 8% |
| Economically disadvantaged | 9% |
| Non-economically disadvantaged | 11% |
| Students with disability | n/a |
| Students with no reported disability | 11% |
| English learner | n/a |
| Fluent-English proficient and English only | 11% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 5% |
| Parent education - some college (includes AA degree) | 7% |
| Parent education - college graduate | 5% |
| Parent education - graduate school/post graduate | 32% |
| Parent education - declined to state | n/a |
| All Students | 86% |
| Females | 85% |
| Males | 87% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 88% |
| Students with no reported disability | 86% |
| English learner | n/a |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 95% |
| Parent education - graduate school/post graduate | 79% |
| Parent education - declined to state | n/a |
| All Students | 70% |
| Females | 71% |
| Males | 69% |
| African American | 50% |
| Asian | 81% |
| Filipino | 86% |
| Hispanic or Latino | 46% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 74% |
| Economically disadvantaged | 51% |
| Non-economically disadvantaged | 77% |
| Students with disability | 12% |
| Students with no reported disability | 73% |
| English learner | 15% |
| Fluent-English proficient and English only | 72% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | 64% |
| Parent education - high school graduate | 51% |
| Parent education - some college (includes AA degree) | 70% |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | 79% |
| Parent education - declined to state | 68% |
| All Students | 51% |
| Females | 46% |
| Males | 56% |
| African American | 54% |
| Asian | 70% |
| Filipino | 93% |
| Hispanic or Latino | 30% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 51% |
| Economically disadvantaged | 32% |
| Non-economically disadvantaged | 58% |
| Students with disability | 0% |
| Students with no reported disability | 52% |
| English learner | 7% |
| Fluent-English proficient and English only | 52% |
| Migrant education | n/a |
| Gifted and talented | 83% |
| Parent education - not a high school graduate | 27% |
| Parent education - high school graduate | 31% |
| Parent education - some college (includes AA degree) | 44% |
| Parent education - college graduate | 65% |
| Parent education - graduate school/post graduate | 64% |
| Parent education - declined to state | 36% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 14% |
| Females | 14% |
| Males | 14% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 18% |
| Economically disadvantaged | 8% |
| Non-economically disadvantaged | 20% |
| Students with disability | n/a |
| Students with no reported disability | 18% |
| English learner | n/a |
| Fluent-English proficient and English only | 15% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 0% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 13% |
| Females | 9% |
| Males | 20% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 0% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 15% |
| Economically disadvantaged | 11% |
| Non-economically disadvantaged | 14% |
| Students with disability | n/a |
| Students with no reported disability | 14% |
| English learner | n/a |
| Fluent-English proficient and English only | 14% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 18% |
| Parent education - some college (includes AA degree) | 9% |
| Parent education - college graduate | 19% |
| Parent education - graduate school/post graduate | 9% |
| Parent education - declined to state | n/a |
| All Students | 70% |
| Females | 75% |
| Males | 64% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 58% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 71% |
| English learner | n/a |
| Fluent-English proficient and English only | 69% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | n/a |
| All Students | 33% |
| Females | 32% |
| Males | 32% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 25% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 32% |
| Economically disadvantaged | 20% |
| Non-economically disadvantaged | 35% |
| Students with disability | n/a |
| Students with no reported disability | 32% |
| English learner | n/a |
| Fluent-English proficient and English only | 33% |
| Migrant education | n/a |
| Gifted and talented | 75% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 13% |
| Parent education - some college (includes AA degree) | 23% |
| Parent education - college graduate | 43% |
| Parent education - graduate school/post graduate | 48% |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 63% |
| Females | 64% |
| Males | 62% |
| African American | 19% |
| Asian | 81% |
| Filipino | n/a |
| Hispanic or Latino | 51% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 64% |
| Economically disadvantaged | 49% |
| Non-economically disadvantaged | 68% |
| Students with disability | 7% |
| Students with no reported disability | 65% |
| English learner | n/a |
| Fluent-English proficient and English only | 63% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 67% |
| Parent education - high school graduate | 41% |
| Parent education - some college (includes AA degree) | 51% |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | 81% |
| Parent education - declined to state | 55% |
| All Students | 4% |
| Females | 4% |
| Males | 4% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 8% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 0% |
| Economically disadvantaged | 6% |
| Non-economically disadvantaged | 3% |
| Students with disability | n/a |
| Students with no reported disability | 4% |
| English learner | n/a |
| Fluent-English proficient and English only | 4% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 7% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 48% |
| Females | 42% |
| Males | 56% |
| African American | n/a |
| Asian | 38% |
| Filipino | n/a |
| Hispanic or Latino | 23% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 53% |
| Economically disadvantaged | 26% |
| Non-economically disadvantaged | 51% |
| Students with disability | n/a |
| Students with no reported disability | 48% |
| English learner | n/a |
| Fluent-English proficient and English only | 48% |
| Migrant education | n/a |
| Gifted and talented | 77% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 38% |
| Parent education - college graduate | 52% |
| Parent education - graduate school/post graduate | 60% |
| Parent education - declined to state | n/a |
| All Students | 35% |
| Females | 27% |
| Males | 40% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 35% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 37% |
| Economically disadvantaged | 26% |
| Non-economically disadvantaged | 37% |
| Students with disability | n/a |
| Students with no reported disability | 38% |
| English learner | n/a |
| Fluent-English proficient and English only | 34% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 27% |
| Parent education - college graduate | 38% |
| Parent education - graduate school/post graduate | 69% |
| Parent education - declined to state | n/a |
| All Students | 62% |
| Females | 55% |
| Males | 72% |
| African American | 38% |
| Asian | 71% |
| Filipino | n/a |
| Hispanic or Latino | 54% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 63% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 67% |
| Students with disability | 17% |
| Students with no reported disability | 64% |
| English learner | n/a |
| Fluent-English proficient and English only | 63% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 50% |
| Parent education - high school graduate | 49% |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | 74% |
| Parent education - declined to state | 50% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 83% in 2012.
408 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
407 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
See California's state standards
Source: California Department of Education
| All Students | 91% |
| Females | 94% |
| Males | 88% |
| African American | 71% |
| Asian | 84% |
| Filipino | 100% |
| Hispanic or Latino | 80% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 95% |
| Declined to state | 93% |
| Economically disadvantaged | 83% |
| Non-economically disadvantaged | 94% |
| Economic Status Unknown | n/a |
| Students with disability | 42% |
| Tested with modifications | n/a |
| English learner | 53% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 92% |
| Females | 94% |
| Males | 90% |
| African American | 79% |
| Asian | 91% |
| Filipino | 100% |
| Hispanic or Latino | 83% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 95% |
| Declined to state | 93% |
| Economically disadvantaged | 82% |
| Non-economically disadvantaged | 96% |
| Economic Status Unknown | n/a |
| Students with disability | 54% |
| Tested with modifications | n/a |
| English learner | 40% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 9
Grade 10
Grade 11
All students
Female
Male
All students
African American
Asian
Filipino
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 65% | 28% | ||
| Multiple or No Response | 11% | 3% | ||
| Hispanic or Latino | 9% | 49% | ||
| Asian | 7% | 8% | ||
| African American | 5% | 7% | ||
| Filipino | 2% | 3% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 2% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 24% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 21% | 85% | ||
| Punjabi | 18% | 1% | ||
| Russian | 18% | 0% | ||
| Ukrainian | 11% | 0% | ||
| Filipino (Pilipino or Tagalog) | 6% | 1% | ||
| Farsi (Persian) | 4% | 0% | ||
| All other non-English languages | 3% | 1% | ||
| French | 3% | 0% | ||
| Hmong | 3% | 1% | ||
| Korean | 3% | 1% | ||
| Serbo-Croatian (Bosnian, Croatian, Serbian) | 3% | 0% | ||
| Vietnamese | 3% | 2% | ||
| Cantonese | 1% | 2% | ||
| Gujarati | 1% | 0% | ||
| Japanese | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 28 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 9 | N/A | 11 |
| Average years teaching | 15 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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1710 Cirby Way
Roseville,
CA 95661
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